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Present

  • Alan

  • Colin

  • Dana

  • Gregor

  • James

  • Liam

Updates

  • James travelling to Rwanda this weekend (?)coming Friday

    • Will be working with youth and youth-led organisations there

    • Created a list of guiding questionsHow they work with youth?

      • To try to understand their experiences with interacting with various parts of life

        • Educational institutions, society in general, etc.

      • Their achievements

      • Their lives

      • Try to understand their approaches for overcoming challenges, or what challenges they were not able to overcome

    • To understand how they work with young people, and what's their understanding of young people with learning differences

      • Want to understand what their approaches

      and
      • , methodologies

      re: working with youth, how
      • , etc. are

      • How do they represent

      youth/voices
      • and be the voice for these young people?

    • Organise workshop guided by outcomes of the above

    • See where ideally he could support these movements and youth-led groups

    • There are some grants that could be given, small grants

      • Maybe about 20 people

      • Learning a skill, or something similar, e.g. how to bake bread. UWEZO will facilitate this

    • Try to understand how these young people interact with their environments and society, identify solutions and support a process of inclusion

  • Alan asked about the differences in terminology between the academic community and the world at large (ties in directly with James’ update)

    • How to “translate” learning differences concepts to youth/groups?

      • Looking at mismatch between systems (service provisions and groups)

      • What happens when a youth doesn’t fit into a particular system?

      • The measure would be the education institution as a beginning point, but it is not the end in itself. There is no one way of looking at things

      • How do we match in the different contexts to make sure there is equity and equality?

      • How can/do youth experience different services? (education, government, other)

        • But why don't all young people know or use it? What are the obstacles to using these services?

    • Other layers of mismatch in addition to disability

    • Some of the work will be specific to the Rwandan context, but we'll get more general benefits around youth and co-design and how to find the voices of the youth in their own words

    • How do we get them in a space where they feel comfort to share?

    • Looking beyond changing the mindsets, but there are other invisible issues

    • Appreciate varying degrees of inclusive design in each organisation

    • E.g. Uwezo (Bahati) transforming thinking from universal design to inclusive design

    • Rwanda shifting from French to English (since 2010)Asking groups whether they're aware of, know, use, etc the inclusive design process. Is it a formal process, a part of the way they do things...?

    • The IDRC website will be a huge resource in this approach

    • Considerations relating to interpreters

      • Didn't budget for interpreters, due to language changes in Rwanda

        • in 2010 they joined the commonwealth and are switching from French to English, as well as Swahili

      • Adds political dimension to language translation

    • Rwanda part of East African federation/common market

        • and Kinyarwanda

      • Discussing the history of the East African Community, common market and the East African Federation

      • Political dimensions related to the translations and stories that will be told, context is important

      • Many speakers of Swahili, about 100,000,000, but not yet recognized as an official language of the UN

    • E.g. Uwezo (Bahati) transforming thinking from universal design to inclusive design

    • Approach will be to walk the streets and talk to people, not as an “official” researcher

    • James' questionnaire can be shared with the partners, but he needs feedback soon as he has to print everything out by the time he leaves on FridayWill be

      • He's using the Microsoft

      design toolkitSuggest also looking at
      • Inclusive Design kit

      • Discussing the IDRC Inclusive Design Guide, maybe he'll look at it

      • Looking at various tools and using them where he can

  • Liam/TIG

    • Videos from indigenous communities, he's been following up every two days

    • Incoming shortly Northern Sask reserve video from Jewel - featuring drone video footage

    • Developing SDG / inclusive design guide

      • https://sustainabledevelopment.un.org/?menu=1300

      • How to incorporate inclusive design and approaches of partners?

      • Want to work in close collaboration with the IDRC

      • Literature review,

      • Applying ID principles to the process of compiling such a resource

      • Has had a quick conversation with Catalina about working across cultures

      • Probably makes sense to look at ID guides/toolkits etc

      • How involved should/will everyone be in the process of drafting the doc?

      • Have a separate meeting with TIG?

      • June 9 Meeting Notes: https://wiki.fluidproject.org/pages/viewpage.action?pageId=140902587

      • would love to connect and review these design guides to help to inform the SDG toolkit development process

      • as a next step then - Liam can create a draft timeline which we can use as a basis for our conversation and begin to set up a quick conversation between IDRC and Mike to review, get feedback and iterate on that plan.

      • UN Inter-agency organisation on youth Development (?)

      • How can this work focus on youth with learning difference

      • James has a couple of comments

        • SJRK is a global project. Dealing with various boundaries, various structures. At the moment, we're taking a grassroots approach.

        • Ask "how do you have an inclusive decision making process?”

  • IDRC

    • Report is in Jutta’s hands now! Structure of year-1 Oak report has been given to her, waiting to hear back

    • Storytelling tool - designs toward multi-modal entry (text/image/audio/video)Gregor has been working on the Storytelling Tool

    • Dana has been working on the design of the ST to reduce the emphasis on any one mode of input and interaction. I.e. not just focused on text, but also images, audio, etc.

    • we did a big breakdown of things we're planning on implementing:https://issues.fluidproject.org/projects/SJRK/issues/SJRK-34?filter=allopenissues

    • the current build site: https://build.fluidproject.org/sjrk-storyTelling/ (it hasn't changed too much lately)

  • James - Do we have a page for youth organisations?

  • Storytelling tool can be used by groups, organisations, movements, even as a way to create a simple web page / web presence

  • Create a template on a wiki page as a way to capture information about youth organisations - Alan will look into this

  • James’ guiding questions include those for organisations

    • Will collect info by translating and transcribing

    • Ways of communicating outside of storytelling tool?

    • Capturing and sharing information directly from the field. To hear the direct words, it can be an inspiration. A special interaction with the platform. It can mean a lot to these people

    • Having some sort of dashboard for summarizing the kind of feedback we've been getting from the various partners and their projects

    • What is long-term impact? How do we differentiate ourselves from typical researchers who come and go

    • Point them toward MOOCs?

...